Intended Audience: Upper Level (11th or 12th Grade)
My GPS for which I would adapt this lesson: SC1 Students will analyze the nature of matter and its classifications.
SC3 Students will use the modern atomic theory to explain the characteristics of atoms.
The lesson...
Indicators
Your Review Comments
Works toward appropriate goals.
Content and technology standards are mentioned.
Standards seem appropriate to grade level and content area.
Objectives align with standards.
Tasks focus clearly on obtaining the objectives.
This lesson plan does not mention Georgia standards, as it is not authored by a Georgia teacher. A National Science Education standard is noted, however. The lesson plan seems completely appropriate for the intended student group. Actually this plan goes beyond our Georgia standards as it addresses organic chemistry. The learning tasks do meet the SC1 & SC3 Georgia standards.
Requires the use of higher order thinking skills and "new" literacies.
Students are asked to do more than memorize or understand.
Media, visual, communicative, technological, mathematical, and/or other nontraditional literacies are addressed.
Students are engaged in a variety of activities which challenge them to recall prior knowledge, understand new material, and demonstrate, through a hands-on activity, their comprehension of the the new concepts.
This lesson plan does engage the student in internet based learning blocks. Some of the blocks are geared toward filling in any knowledge gaps, while others are research driven. Students also work in groups to complete part of the lesson.
Integrates the learning goals.
Communication
Production
Critical Thinking
Creativity
Content
Problem-solving
Inquiry/research
Communication on multiple levels is addressed. First, the teacher engages the students in discussion about what they already know on the topic, reviewing basic atomic structure & behavior. The teacher presents the new topic, hydrocarbons, thoroughly addressing the content goal. The students then are given materials with which to construct a hydrocarbon molecule, thus addressing the critical thinking, creativity, & problem-solving goals. This is followed by a research "module" which the students address online through a teach created site.
Includes a variety of resources.
Students have choices of materials at different levels.
Materials are available in a variety of modes (e.g., graphics, sound, text, video) and media (e.g., books, films, photos, computer).
Within limits the students have some choices presented. The review links are optional, there for the student who needs them. In the team research module, students are given a link as a starting point, but allowed to explore their topic freely from there.
The links provided for the students include a variety of media types including interactive sites with great graphics and sound effects.
Engages all students actively in authentic tasks.
Students have roles/tasks to perform throughout the lesson.
Connections are made between the task and real life.
Students must actively search for answers to essential questions.
All students are engaged in constructing their own molecule models, then bonding multiple molecules together and assigning the proper name to their model.
This lesson is an excellent bridge between academic knowledge and real life. The topic of petroleum is especially timely in view of the current oil spill in the Gulf of Mexico.
Uses technology effectively, efficiently, and as a learning tool.
The technology makes the task more authentic.
The technology makes the task easier to accomplish.
The technology helps the students learn faster than without it.
The technology is secondary to the content and goals.
In my opinion the technology used in this lesson makes the topic more "real", easier to grasp, without eclipsing the content. Technology is appropriately used to augment & enhance the learning experience. The teacher doesn't use technology as a substitute teacher.
Addresses the needs of a variety of students, including ELLs (English Language Learners) and students with physical or other challenges.
All students can access task instructions.
All students can access task materials and resources.
Students have different ways to accomplish the same objectives.
All students have full access to the instructions, discussions, internet, & materials.
The plan doesn't specifically mention modifications for gifted or challenged students, but these could be added.
Students have some wiggle room in how they accomplish the assigned tasks, though on the whole, all the students participate in the same tasks.
Includes appropriate assessments.
Assessment is aligned to the standards and objectives.
Assessments are fair for all students and not based on one ability (e.g., writing).
Assessments allow students to show what they know/can do rather than what they cannot.
I really like the assessment method. The students' molecule models are the basis for assessment. This assessment greatly diminishes the road blocks some LD students might encounter. This assessment method definitely allows students to demonstrate what they do know rather than highlight what they do not know.
Give a summary of the strengths (2+), weaknesses (2+), and the changes (2+) you would make to tailor this to your class.
Strengths:One strength is the challenging nature of the topic which stretches the students. Another strength is the use of in-class, internet based technology which augments the topic without eclipsing the topic & replacing the teacher.
Weaknesses:The weaknesses are few and minor. There is no clear plan for the gifted or LD student. There is little opportunity for student driven learning and exploration.
Changes: I would add a plan component for exceptional students (gifted & LD) to extend or modify the tasks as needed. Also, I would add a current events component by having the students find an article through a google search and craft a review of the article to share with the class. Another component I would add is a movie or PPT to explore hydrocarbons in the real world. I would insert this after the opening discussion of what the students think they already know. Lastly, I would add a "formal" formative assessment at the beginning and end of class to help me adjust & tweak the instructional plan.
PART 2: Assessment
Assessment #1
Assessment Method
Purpose
When Used
Instrument (include written, attached, or hyperlinked on this page)
Know-Wonder-Learn
(K-W-L) Chart
K-W-L charts provide a structure for students to think about what they know about a topic, note what they want to know, and finally record what has been learned and is yet to be learned. They allow students to make personal connections before the content is deeply explored.
Lesson Analysis & Assessment
PART 1: Lesson Analysis
Content Area/Topic: Science/Chemistry
Title of Lesson (hyperlinked): The Chemistry of Petroleum, Part 1
Intended Audience: Upper Level (11th or 12th Grade)
My GPS for which I would adapt this lesson:
SC1 Students will analyze the nature of matter and its classifications.
SC3 Students will use the modern atomic theory to explain the characteristics of atoms.
The lesson...
Indicators
Your Review Comments
This lesson plan does engage the student in internet based learning blocks. Some of the blocks are geared toward filling in any knowledge gaps, while others are research driven. Students also work in groups to complete part of the lesson.
The links provided for the students include a variety of media types including interactive sites with great graphics and sound effects.
This lesson is an excellent bridge between academic knowledge and real life. The topic of petroleum is especially timely in view of the current oil spill in the Gulf of Mexico.
The plan doesn't specifically mention modifications for gifted or challenged students, but these could be added.
Students have some wiggle room in how they accomplish the assigned tasks, though on the whole, all the students participate in the same tasks.
Give a summary of the strengths (2+), weaknesses (2+), and the changes (2+) you would make to tailor this to your class.
Strengths: One strength is the challenging nature of the topic which stretches the students. Another strength is the use of in-class, internet based technology which augments the topic without eclipsing the topic & replacing the teacher.
Weaknesses: The weaknesses are few and minor. There is no clear plan for the gifted or LD student. There is little opportunity for student driven learning and exploration.
Changes: I would add a plan component for exceptional students (gifted & LD) to extend or modify the tasks as needed. Also, I would add a current events component by having the students find an article through a google search and craft a review of the article to share with the class. Another component I would add is a movie or PPT to explore hydrocarbons in the real world. I would insert this after the opening discussion of what the students think they already know. Lastly, I would add a "formal" formative assessment at the beginning and end of class to help me adjust & tweak the instructional plan.
PART 2: Assessment
Assessment #1
(K-W-L) Chart
Assessment #2